DescriptionIn this roundtable session, we will examine the factors that influence inclusive design and teaching practices in higher education such as audience, law, tools and content. The most important factor in design and teaching and learning can be the people (audience) for and with whom the learning experiences are planned. Do we consider disabilities as the only concern with regards to people? How do we deal with situations where there is little or no disclosure and for genuine/valid reasons?
The second factor is the legal requirements (Law) which can be specific to locations and contexts. On the one hand, regulations ensure compliance but on the other, they can make the efforts of inclusive design and teaching seem quite superficial - for box ticking. However, the Law does provide a good lens through which educators can reflect on their practice. We will look at cases where this has been true e.g. Quality Matters in the USA and Universal Design for Learning in Australia.
The third and important factor in TEL is the tools we have access to and work with to achieve enhanced learning experiences. Not every tool is made for the specific educational context as has been the case of social media use in education. Issues of accessibility, usability and privacy are quite important in the selection and use of tools for TEL. The proliferation of data analytics is also contentious when inclusive design and teaching is concerned.
The final factor in the consideration of inclusive design and teaching is the content - what we need to share or present and how we do that. The overall aim of this session is to garner people’s perspectives on inclusivity in TEL and setup a possible research cluster to investigate and publish on the topic.
|Period||15 Feb 2019|
|Event title||SoTEL 2019: Scholarship of Technology Enhanced Learning|
|Location||Auckland City, New Zealand|